International Conference 2014 reading English writing vocabulary reading language learning vocabulary writing language learning English English speaking speaking learning writing language English writing vocabulary reading language English language ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY ISBN 978-602-14018-1-1 PROCEEDINGS The English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development Solo, 7 - 9 October 2014 BOOK 1
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International Conference
2014
reading
English
writingvocabularyreading
language
learning vocab
ula
ry
writing language
learn
ing
English
English
speaking
speakinglearning
writing language
Eng
lish
writingvocabulary
readinglanguage
English
language
ENGLISH EDUCATION DEPARTMENTTEACHER TRAINING AND EDUCATION FACULTYSEBELAS MARET UNIVERSITY
ISBN 978-602-14018-1-1
PROCEEDINGS
The
English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development
Solo, 7 - 9 October 2014
BOOK 1
International Conference
2014
ENGLISH EDUCATION DEPARTMENTTEACHER TRAINING AND EDUCATION FACULTYSEBELAS MARET UNIVERSITY
ISBN 978-602-14018-1-1
PROCEEDINGS
The
English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development
Solo, 7 - 9 October 2014
Melayani Negeri, Kebanggaan Bangsa
We would Like to Thank the Sponsors of the Event
iii
FOREWORD
These proceedings feature 335 papers out of 531 papers presented at the The 61st
TEFLIN International Conference. Enmeshed in the theme, “English Language Curriculum
Development: Implications for Innovations in Language Policy and Planning, Pedagogical
Practices, and Teacher Professional Development”, the papers present different lines of
scholarship which address such topics as (1) language policy, (2) language planning, (3) needs
analysis, (4) language syllabus and lesson planning, (5) language materials evaluation and
development, (6) instructional design and language teaching methodology, (7) instructional
media and technology, (8) language classroom management, (9) language testing and
assessment, (10) language program evaluation, and (11) teacher professional development.
The proceedings are alphabetically organized based on authors‟ names.
All the papers in these proceedings were not peer-reviewed, but the papers published
in these proceedings met the basic requirements set out by the committee. All the papers do
not exceed a total of five pages (including tables, figures, and references). In the editing
process, the editors extended the maximum page limit up to six pages in order to include more
papers.
Neither the Conference Committee nor the Editors are responsible for the content,
outlook, opinions, and arguments made in the papers. The sole responsibility concerning the
ethical aspect, validity of methodology, and political views in the papers rests with the
individual authors.
Finally, we would like to extend our sincere gratitude to all of the paper presenters
who have shared their bright and inspiring ideas at the conference, and to the board of
reviewers and editors who have worked hard in screening all the submitted abstracts. We do
hope that readers enjoy reading the papers in the proceedings and find them enlightening and
useful.
Surakarta, 7 October 2014
The Committee
iv
A List of Internal and External Reviewers for Abstracts Submitted
for The 61st International TEFLIN Conference
The organizing committee of the 61st International TEFLIN Conference would like to acknowledge the
following colleagues who served as anonymous reviewers for abstract/proposal submissions.
Internal Reviewers
Chair
Joko Nurkamto (Sebelas Maret University, INDONESIA)
Members
Muhammad Asrori (Sebelas Maret University, INDONESIA)
Abdul Asib (Sebelas Maret University, INDONESIA)
Dewi Cahyaningrum (Sebelas Maret University, INDONESIA)
Djatmiko (Sebelas Maret University, INDONESIA)
Endang Fauziati (Muhammadiyah University of Surakarta, INDONESIA)
Dwi Harjanti (Muhammadiyah University of Surakarta, INDONESIA)
Diah Kristina (Sebelas Maret University, INDONESIA)
Kristiyandi (Sebelas Maret University, INDONESIA)
Martono (Sebelas Maret University, INDONESIA)
Muammaroh (Muhammadiyah University of Surakarta, INDONESIA)
Ngadiso (Sebelas Maret University, INDONESIA)
Handoko Pujobroto (Sebelas Maret University, INDONESIA)
Dahlan Rais (Sebelas Maret University, INDONESIA)
Zita Rarastesa (Sebelas Maret University, INDONESIA)
Dewi Rochsantiningsih (Sebelas Maret University, INDONESIA)
Riyadi Santosa (Sebelas Maret University, INDONESIA)
Teguh Sarosa (Sebelas Maret University, INDONESIA)
Endang Setyaningsih (Sebelas Maret University, INDONESIA)
Gunarso Susilohadi (Sebelas Maret University, INDONESIA)
Hefy Sulistowati (Sebelas Maret University, INDONESIA)
Sumardi (Sebelas Maret University, INDONESIA)
Anam Sutopo (Muhammadiyah University of Surakarta, INDONESIA)
Dewi Sri Wahyuni (Sebelas Maret University, INDONESIA)
Agus Wijayanto (Muhammadiyah University of Surakarta, INDONESIA)
Tri Wiratno (Sebelas Maret University, INDONESIA)
External Reviewers (Referees)
Chair
Handoyo Puji Widodo (The University of Adelaide, AUSTRALIA)
Members
Helena I. R. Agustien (Universitas Negeri Semarang, INDONESIA)
Pisarn Chamcharatsri (University of New Mexico, USA)
Patrisius Istiarto Djiwandono (Universitas Ma Chung, INDONESIA)
Christine Manara (Payap University-Chiang Mai, THAILAND)
Julius C. Martinez (Ateneo de Manila University, THE PHILIPPINES)
Selim Ben Said (Chinese University of Hong Kong, HONG KONG)
Nugrahenny T. Zacharias (Satya Wacana Christian University-Salatiga, INDONESIA)
v
TABLE OF CONTENTS
Cover ............................................................................................................................................................. i
Foreword ....................................................................................................................................................... v
Table Of Contents ......................................................................................................................................... vi
I. Language Policy and Language Planning 1. Exploring Innovative Framework to Observe ESP Curriculum in Higher Education Context
Adriadi Novawan .................................................................................................................................. 1 2. Which One is Better; KTSP (School-based Curriculum) or 2013 English Curriculum?
Alma Prisilya ....................................................................................................................................... 6 3. Teachers‟ Responses toward 2013 Curriculum: After a Year of Implementation
Arina Shofiya ....................................................................................................................................... 10 4. Standardizing Core Competence in the Curriculum of Academic Education for Prospective English
Teachers in Indonesia Budi Setyono ......................................................................................................................................... 14
5. English as Medium of Instruction and Students‟ Language Attitude (A Case of Ex-RSBI Senior Secondary Schools in Pekanbaru) Bukhori ................................................................................................................................................. 19
6. Implementing KKNI in Developing English Curriculum for Shipbuilding Polytechnic Desi Tri Cahyaningati .......................................................................................................................... 23
7. The Emergence of Interference in Students Foreign Language Acquisition Dyah Kusumastuti ...............................................................................................................................
27
8. Sole Use of English in EFL Classroom: Pragmatism or Belief Eka Afrida Ermawati and Wahyu Kartika Wienanda ...........................................................................
29
9. Teachers‟ Beliefs in Teaching Reading towards National Examination Challenge in Indonesia Intan Kusumawardhani and Erwin Suhendra ...................................................................................... 33
10. The Impacts of Integrated Curriculum Maya Defianty and Ummi Kultsum ......................................................................................................
37
11. Nuclear Stress: A Candidate of Factors Determining Global Intelligibility of EFL Speakers‟ Speech Moedjito ...............................................................................................................................................
41
12. Back to Basics: Improving Pre-service Teachers‟ Quality by Designing Sound Curriculum for Teaching Practicum Program Nurrahma Sutisna Putri ....................................................................................................................... 45
13. Restructuring English Curriculum: The Implementation of English Corner (EC) in SD Muhammadiyah 8 DAU Malang Puji Sumarsono .................................................................................................................................... 48
14. The Relevance of the Competence Based Curriculum with the Units of Standard Competencies for the ESP Courses of Tourism Students Ratnah and Faradillah Saputri ............................................................................................................. 52
15. Media Literacy: A Salient Concept for English Language Curricula Planning Riani Inkiriwang Winter, Laksmi Mayesti Wijayanti, Sandra Sembel, and Alfred Inkirawang ............ 56
16. The Contributions of Anthropological Studies to the Usage of Genres in TEFL Saiful Anwar Matondang ...................................................................................................................... 60
17. The English Teachers‟ Perceptions toward School-based Curriculum (SBC) and 2013 Curriculum; Complaints, Comparisons and Contrasts (An Investigation on English Teachers‟ Perceptions in Pekalongan) Sarita Dewi Matra ................................................................................................................................ 63
18. The 2013 English Curriculum: Prospects and Challenges Shirly Rizki Kusumaningrum 67
19. Challenges and Recommendations on the Implementation of 2013 Curriculum Siti Muniroh .......................................................................................................................................... 71
20. A Cognitive Linguistic Analysis of “Dream” Metaphors in Basic Reading I Course Truly Almendo Pasaribu ....................................................................................................................... 76
II. Needs Analysis 21. Needs Analysis for Developing Supplementary Reading Materials of Automotive Students of
Vocational High School Alfiyati, Tety Mariana .......................................................................................................................... 80
vi
22. Designing the English Textbook with Cultural Based Activities Used for Teaching “Bahasa Inggris
I” at IAIN Raden Fatah Palembang
Annisa Astrid ........................................................................................................................................ 84
24. Needs Analysis for Pre-departure Training Program
B. Yuniar Diyanti .................................................................................................................................. 91
25. The Effect of Slang Language on The Indonesian Teen Manners Ethical (study on student in IKIP
PGRI Madiun, school year 2013/2014 )
Ervan Johan Wicaksana ....................................................................................................................... 94
26. The Students‟ Ability and Problems in Writing a Descriptive Essay across Different Levels
( A case study in One University in Karawang)
Fikri Asih Wigati .................................................................................................................................. 99
27. Teaching Academic Writing based on Need Analysis for Indonesian EFL Learners at University
Hari Prastyo ......................................................................................................................................... 104
28. Designing Needs Analysis-Based English Training Materials for Tourist Drivers as a Means of
29. ESP Syllabus: Compromising Needs and Wants in Higher Education
Ismail Petrus ......................................................................................................................................... 112
30. Needs Analysis of Indonesian Freshmen‟s Writing at University of Indonesia: Problems and
31. A Needs Analysis of Deaf and Hard-of-hearing Students in Learning English as a Foreign
Language at Inclusive Higher Education
Iswahyuni and Dian Inayati ................................................................................................................. 121
32. Assessing the Needs of the College Students of the Hotel and Restaurant Department in English
Competences for International Careers within ASEAN Countries
Kun Aniroh Muhrofi and Gunadi ......................................................................................................... 125
33. The Role of Need Analysis in Teaching ESP for Nursing
M. Mujtaba Mitra Z. ............................................................................................................................ 130
34. The Importance of Needs Analysis in ESP Materials Design for Hotels and Restaurants Training
Program
Made Budiarsa ..................................................................................................................................... 135
35. Native-like Accent: A Myth or a Goal? A Study on Learner Preferences for English Accents
Monica Ella Harendita ......................................................................................................................... 138
36. The Effect of Students‟ Speaking learning Techniques (Role Play and Group Discussion) and
Cognitive Styles (Field Independent and Field Dependent) Towards the students‟ Speaking Ability
Rachmi and Destiani Rahmawati ......................................................................................................... 142
37. Investigating the Listening Needs of English Education Department Students at Universitas Ahmad
41. Rational Persuasiveness of Arguments in Debate
Ryan Marina ......................................................................................................................................... 161
42. Needs Analysis for Operators of Petrochemical Companies Studying at English Training Center,
50. Designing Need-Based Syllabus for Engineering Students of Banjarmasin State Polytechnic
Nurfitriah and Ninit Krisdyawati ......................................................................................................... 196
51. Added Values in the Topics and Materials for Certain English Subjects
Peter Angkasa ....................................................................................................................................... 199
52. Developing a Speaking Class Syllabus for the Intensive English Course for the First-Year Students
53. Writing Critical Reviews in a Content-Based Language Curriculum
Roger Palmer ....................................................................................................................................... 208
54. Analyzing Advertisement as an Alternative Way to Teach Semiotics: A Lesson Plan
64. Designing a Model of English Learning Materials for Eleventh Grade Vocational High School
Students of Visual Communication Design Department based-on School Based Curriculum
Evi Puspitasari ..................................................................................................................................... 258
65. The Analysis of Appropriate Texts in Reading Comprehension Skills and Strategies 4 Textbook for
Use by the Students of the English Department of UNESA
69. Material Development and Collaborative Teaching for English for Agriculture (ESP)
I Gusti Ayu Gde Sosiowati .................................................................................................................... 278
70. Exploring Students‟ Ability and Problems in Writing Academic Paper
Ilham ..................................................................................................................................................... 282
71. The Analysis of Teachers‟ Preparation in Using English Textbook
72. Language Learning Activities in the Scientific-Method-Step-Based Classroom
Joko Priyana ......................................................................................................................................... 291
73. Native English Teacher Examining Bilingual Essays Written by Students of Indonesian-English
Translation Class: The Case of English Education Department of Purworejo Muhammadiyah
75. The Analysis of Thematic Progression in Evaluating EFL Writing
Linda ..................................................................................................................................................... 303
76. Developing Supplementary Reading Materials for the Seventh Grade Students of SMP Negeri
79. Developing Listening Supplementary Materials for the Seventh Grade Students based on
Curriculum 2013
Mokhamad Sabil Abdul Aziz ................................................................................................................. 321
80. Evaluating and Adapting Reading Materials to Develop Vocabulary and Reading Skills of
Engineering Students at Politeknik Negeri Bandung
MV. Joyce Merawati, Sri Dewiyanti ..................................................................................................... 325
81. Silver Linings Textbook: An Appraisal of 2013 Curriculum-Based Commercial English Course
Books for Senior Secondary School Students
Ni Wayan Sukraini and I Gusti Agung Paramitha Eka Putri ............................................................... 329
82. Developing Short Video-Based Materials for Teaching English for General Purposes (EGPs) in
College and University
Nur Saptaningsih .................................................................................................................................. 333
83. Picture Story Books for Extensive Reading in Madrasah Tsanawiyah
Nur Taslimah ........................................................................................................................................ 338
84. Manga Comics as Appealing Extensive Reading Materials for the Tenth Graders of Senior High
91. Increasing Students‟ Cultural Awareness by Using Film in Teaching Cross Cultural Understanding
Serliah Nur ........................................................................................................................................... 371
ix
92. The Linguistic Factors for Readability ( A Discourse Analysis of English Student Book for Senior
High Schools of Surakarta)
Sri Handayani ....................................................................................................................................... 374
93. An Evaluation Study: The Effectiveness of English Language Coursebook Entitled When English
95. A Prototype for EFL Learners: How to Use Discourse Markers in Various Writing Genres
Titik Rahayu ......................................................................................................................................... 387
96. Writing to „Negotiate‟ Versus for Writing to „Report‟
Agus Widyantoro .................................................................................................................................. 437
108. Interactive Approaches to Literature: Some Strategies in Literary Teaching
Ali Mustofa ........................................................................................................................................... 441
109. Error Analysis to Compositions with Legal Topics
110. Improving Student‟s Translation Skill by Using Interactive Method for the Sixth Semester Students
of English Department in 2013 – 2014 Academic Year
Anam Sutopo ......................................................................................................................................... 450
111. Scaffolding for Peer Feedback Session: What, Why, and How?
131. Developing a Skopos-based Translation Activity: From an Offer of Information with a Translation
Brief to a Translatum
Eko Setyo Humanika ............................................................................................................................. 533 132. Process of Teaching English Practice at Islamic School in Banten Based on Culture and Religion
Values to Developing Student Character Eulis Rahmawati and Encep Supriatna ................................................................................................ 537
133. The Implementation of Theory-Based Practice Method to Teach ESP Course for Students of English Education of IAIN Tulungagung: Students‟ Responses Erna Iftanti ........................................................................................................................................... 541
134. Improving Students‟ Writing Skill by Using Think-Pair-Think-Share Ernadewi Kartikasari ........................................................................................................................... 544
135. Translation Strategies Adopted by English Department Students in Coping with Non Equivalence Problems Esti Junining ......................................................................................................................................... 548
136. Integrating Reading and Writing in Academic Writing Class Fernandita Gusweni Jayanti ................................................................................................................ 552
137. The Effectiveness of Integrated Cooperative Learning Method for Reading and Writing to Improve the Competence of Writing News Exposition among Students of Madrasah Tsanawiyah Firman .................................................................................................................................................. 556
xi
138. Implementing 3D Animation Film as a Device to Enhance Students‟ Speaking Skill for 1A Grade
Ida Zuraida Supri ................................................................................................................................. 567
141. The Implementation of Teaching English Writing to Young Learners with Visual Impairments
149. The Implementation of Role Play: Classroom Practice and Students‟ Perception
Ivonne Susan ......................................................................................................................................... 602
150. The Global Village – A School of Motivation
Ria Fitriersya and Jennifer Zirbes ....................................................................................................... 606
151. Genre-Based Approach in Teaching Writing Islamic History Text
Jhems Richard Hasan ........................................................................................................................... 611
152. The Students‟ Perception of The Teacher‟s Tasks and Their Accomplishment in the Speaking Class
Isnaini Nur Safitri, Joko Nurkamto, and Sumardi ................................................................................ 615
153. Teaching Reading and Writing to English Department Students of Low Proficiency
Julia Eka Rini ....................................................................................................................................... 621
154. The Effectiveness of Direct and Indirect Written Corrective Feedback in Improving EFL Learners‟
155. Show, Tell, and Demonstrate: Tapping into Students‟ Multiple Intelligences (MI) in the Teaching
of English
Khoiriyah and Fathur Rohman ............................................................................................................. 629
156. The Use of Pedagogical Humor as a Motivational Teaching Strategy in an Indonesian Institute of
Information and Technolgy
Kisno ..................................................................................................................................................... 633 157. Finding Non-native English Literatures‟ Place in English for Young Learners (EYL) Classes
Kornellie Lorenzo Raquitico ................................................................................................................ 637 158. Inserting Technology on Performing Drama: Improving Students‟ Motivation on Learning English
as Foreign Language Lia Agustina ......................................................................................................................................... 641
159. The Non-English Students‟ Responses Toward The Use of Reading-while-Listening in Listening Class of TOEFL Preparation Course Lukman Hakim ..................................................................................................................................... 645
160. Utilizing Project-based Learning to Raise Pre-service English Teachers‟ Critical Thinking Lulus Irawati ........................................................................................................................................ 650
161. The Implementation of Whole Brain Writing Game in Teaching Writing Lusiana Dewi Kusumayati .................................................................................................................... 654
162. A Collaborative Writing Technique to Improve Students‟ Skill in Writing Argumentative Essay (A Classroom Action Research at the Fourth Semeseter Students of English Education Department of IKIP PGRI Bojonegoro in the Academic Year of 2013/2014) M. Ali Ghufron ..................................................................................................................................... 658
xii
163. Frame Variations of a Discussion for Teachers‟ Alternatives in a Classroom Presentation
173. Picture Mapping Method and Storytelling: A Way to Promote 21st Century Skills
Novi Yanthi, Winti Ananthia, and Margaretha Sri Yuliariatiningsih ................................................... 701
174. Genre-based Creative Writing for High School Students, Why Not?
Nur Arifah Drajati ................................................................................................................................ 705
175. The Efficacy of Workshop Model in Teaching Reading Comprehension
183. Effecting Change in Language Classroom Dynamics through Discourse
Rick Arruda .......................................................................................................................................... 744
184. Does the Magic of Cooperative Learning Still Work?
192. Cooperative Learning: Promoting the Four Pillars of Education in English Foreign Language
Classroom of Higher Education
Sari Karmina ........................................................................................................................................ 780
193. Improving Speaking Achievement Using Sharing Time at the Sixth Semester Students of English
Department of Almuslim University
Silvi Listia Dewi ................................................................................................................................... 784
194. Postcards to Java Encourages Students to Write
Siti Aisyah and Matthew Borden .......................................................................................................... 789
195. Encouraging ESP Students‟ Activeness by Point Reward
199. Peer-Tutorial Project in Increasing Students‟ Achievement in Speaking Skill
Sri Damayanti ....................................................................................................................................... 807
200. The Effectiveness of Using Carousel Brainstorming Technique to Teach Writing Viewed from
Students‟ Self-Actualization
Sri Lestari ............................................................................................................................................. 810
201. Developing Rural EFL Students‟ Writing Skill by Using Cooperative Learning to Promote
Character Building
Sri Sarwanti .......................................................................................................................................... 815
202. “What Happen Next?” Strategy to Improve Students Skill on Writing Narrative Text ( A Classroom
Action Research at the Eleventh Grade Students of MA Muhammadiyah Malang in Academic Year
of 2013/ 2014)
Sri Wahyuni .......................................................................................................................................... 818 203. The Strategies Employed by the Students of Manado State College for Islamic Studies (Sekolah
Tinggi Agama Islam Negeri Manado/ STAIN Manado) Srifani Simbuka .................................................................................................................................... 822
204. Developing Character Values in the Teaching of Narrative Texts Using Genre Based Approach (A Case Study at a Senior High School in Bandung) Susanti Retno Hardini .......................................................................................................................... 826
205. Movie Making: A More Effective and Fun Method in Teaching Speaking (An Empirical Study) Susiati ................................................................................................................................................... 830
206. The Use of Songs for Promoting Student Participation in the Teaching of English Structure Suwartono and Dewi Puji Rahadiyanti ................................................................................................ 834
207. The Effect of Task-supported Teaching on Students‟ Accuracy in Using Particular Grammatical Forms during Communicative Task Sya’baningrum Prihhartini................................................................................................................... 838
209. Students‟ Attitudes towards Cooperative Learning in Enhancing Their Motivation to Speak Tina Priyantin ....................................................................................................................................... 846
210. Is It a Necessity to Teach Summary Writing as an Attempt to Improve English Proficiency in ESP Class? Titien Indrianti ..................................................................................................................................... 850
xiv
211. Using Personal Blog as Learning Log in Project Based Learning
213. Developing EFL Speaking Materials for the Second Semester Students of STAIN Samarinda
Umar Fauzan ........................................................................................................................................ 861
214. Implementing Audio Diaries as a Daily Speaking Task
227. Students‟ Perceptual Beliefs about the Information Technology for Language Learning
Antonius Suratno, Cecicila T. Murniati, and Emilia Ninik Aydawati ................................................... 919
228. The Use of Smartphone to Develop English Skills
Claudius Bona ...................................................................................................................................... 923
229. Redesigning Instructional Media in Teaching English of Elementary Schools‟ Students:
230. Prezi: An Online to Offline „Zooming‟ Presentation Software in Oral English for Academic
Speaking Students
Dwi Rosita Sari .................................................................................................................................... 932
231. A Strength-Weakness-Opportunity (SWO) Analysis of Three Implementation Models for
Integrating „The Knowledge Age‟ Information and Communication Technologies (ICTs) into
232. The Effectiveness of Using Tell Me More to Assist Teaching Pronunciation of English Viewed
from Students‟ Self Confidence
Hasan Zainnuri ..................................................................................................................................... 942
233. Blended Classroom in English Writing Class: A Pilot Project
I Made Rajeg and Ida Bagus Putra Yadnya ......................................................................................... 946
xv
234. Integrating Video in the Corrective Feedback Practice: Voices from Indonesia
I Putu Ngurah Wage Myartawan and Luh Diah Surya Adnyani .......................................................... 951
235. A New Face of Teaching Technique by Making Use of a Popular Social Medium Facebook:
Effective or Not?
Karunia Purna Kusciati and Ardianna Nuraeni ................................................................................... 955
236. Analysis of Multimodality on L2 Learners as Reflected in Their CAF of the Spoken Performance
262. The Application of Students Centered Learning through Presentation in Public Speaking Class of
English Department Student
Gusti Nur Hafifah ................................................................................................................................. 1064
263. Bringing Additional Values into Translation Class for English Department Students: A Teacher‟s
Idea
I Gusti Agung Sri Rwa Jayantini and Desak Putu Eka Pratiwi ............................................................ 1068
264. Student Talk Encountered in Intensive Course Classes of an English Department in a University in
Surabaya
Welly Adi Nata and Johanes Leonardi Taloko ..................................................................................... 1072
265. Fostering Students‟ Good Character Values through Peer Teaching
266. An Analysis of Code-mixing and Code-switching in EFL Tecahing of Cross Cultural
Communication Context
Martin Kustati ...................................................................................................................................... 1079
267. The Use of Web-Based Resources Technique to Improve Students‟ Reading Skill of Expository
Text (A Classroom Action Research of the Second Semester Students of IKIP PGRI Bojonegoro,
293. Some Effective Ways to Give Feedback to the Students in Their Writing
Sri Sarjiyati ........................................................................................................................................... 1192
294. A Measure of Attitude toward Peer Assessment: Reliability and Validity
295. Leveled-integrated English Learning at LTC UMY
Noor Qomaria Agustina ....................................................................................................................... 1200
IX. Language Program Evaluation 296. Implementation of Policy of SMA School-based Curriculum of Public Senior High Schools in
Banyu Asin District of South Sumatra Province Bambang A. Loeneto and Mardianto.................................................................................................... 1205
297. Internally Driven Program Evaluation Research in Enhancing Curriculum Development in Teaching Grammar Indah Winarni ....................................................................................................................................... 1208
298. Evaluation of English Foundation Course in the Output Character Building Program Ista Maharsi ......................................................................................................................................... 1212
299. The Implementation of Character Education in English Language Teaching (ELT) in Indonesia Muhalim................................................................................................................................................ 1216
300. Evaluation and Development in English Language Teaching Programs (A Survey Study) Muhamad Ahsanu and Agus Sapto Nugroho ........................................................................................ 1220
X. Teacher Professional Development
301. Reformation in Teachers‟ Recruitment in the Effort of Developing Teachers‟ Professionalism Abdul Muth’im ...................................................................................................................................... 1226
302. Teacher Empowerment through MGMP Agustin Hartati ..................................................................................................................................... 1231
303. Strategies of Learning Listening Skill Employed by Indonesian EFL Learners in Relation with Gender and Proficiency Alfan Zuhairi and Ika Hidayanti .......................................................................................................... 1236
xviii
304. English Literacy Education in Primary Schools: Opportunities and Challenges in Global
Competitiveness
Chuzaimah Dahlan Diem ..................................................................................................................... 1241
305. TEFL Students‟ Language Learning Strategies: A Study at State Islamic College of Kerinci,
Indonesia
Dairabi Kamil, Suhaimi, Rodi Hartono, and Aridem Vintoni .............................................................. 1245
306. Students‟ Perceptions of English Teachers‟ Performances in English Language Courses in
312. The Profile of Students‟ Critical Thinking through Their Argumentative Essay Writing
Esti Kurniasih ....................................................................................................................................... 1273
313. Challenge(s) Encountered by Novice English Teachers to Develop Their Professionalism;
A Preliminary Research Report for Further Research in Lampung Province
326. English Teachers‟ Professional Development at Hulu Sungai Selatan, South Kalimantan
Puji Sri Rahayu and Nani Hizriani ....................................................................................................... 1328
xix
327. Students‟ Noticing of Corrective Feedback on Writing (Case Study for Low Learners)
Restu Mufanti ....................................................................................................................................... 1332
328. Indonesian Argument Style: An Analysis on the Ways Indonesian Writers Argue for Their
Research Project in Their Research Article Introductions
Safnil Arsyad and Dian Eka Chandra Wardhana ................................................................................ 1336
329. The Learning of English as a Foreign Language: What EFL Teachers Should Know
330. A Vignette on Reflective Teaching: Potential Challenges Faced by Future ESP Practitioners
Sari Hidayati ........................................................................................................................................ 1344
331. A Study of the English Reading Habits of EFL Students of Baturaja University
Silfi Sanda ............................................................................................................................................. 1347
332. Professional Development in Integrating Technology into Teaching and Learning: EFL Teachers‟
Perspectives and Experiences
Siti Kustini and Evidoyanti ................................................................................................................... 1351
339. Exploring Professional Development of English Teachers on Writing and Its Instruction
Eun-Ju Kim ........................................................................................................................................... 1374
340. Improving Reading Comprehension of XI Social Science 2 Students of SMAN 7 Malang through
Two Stay Two Stray Technique
Nur Henik Sukriowati ........................................................................................................................... 1377
stThe 61 TEFLIN International Conference, UNS Solo 2014
ADDED VALUES IN THE TOPICS AND MATERIALS FOR CERTAIN ENGLISH SUBJECTS
Peter AngkasaEnglish Department, Maranatha Christian University, Bandung
Peter_angkasa @yahoo.com
Abstract: This paper puts emphasis on the importance of providing the teaching of English with topics andmaterials containing added values. The implication is that while we teach the four skills of the language, namely listening, speaking, reading, and writing, we should also educate our students. Some values that are worthy for life such as responsibility, integrity, and other moral values, should be given a big portion in the teaching of English. This paper is also provided with examples of appropriate topics (titles) and materials for certain English subjects. Although this idea can be implemented in all the four skills of the English language, this paper will mainly concentrate on the topics and materials for merely two subjects, namely argumentative conversation and grammar, especially in creating examples of topics and sentences that have positive added values. It is hoped that this paper will help to improve the teaching and learning of English as a foreign language, particularly in Indonesia.
Keywords: material development, topic, title, ‘correct sentences’, added value, moral value, behaviour
IntroductionNobody believes that people nowadays are as honest as they once were. Crime rate has increased.
Mutilation, sexual harassment, rapes, violent robberies, vandalism, drug abuse, frauds, bullying by motor-cycle gangsters, human trafficking, traffic and other violations have drastically increased both in quality and in quantity. Moreover, in spite of the fact that there have been tremendous advances in technology, ecological system has been disturbed. Due to people’s carelessness in throwing rubbish carelessly and illegal logging, more and more cities in Indonesia are inundated not only when there is heavy rain but when there is only small rain as well. Traffic jams in greater cities of Jakarta, Bandung, and Surabaya, to mention but a few, have increasingly disrupted the pollution index and thus worsened the quality of lives of their residents. Jovan claims “the importance of implementing the six pillars of characters in education, namely trustworthiness, respect,responsibility, fairness, caring, and citizenship”. I suggest that teachers should provide those values in designing the topics and materials for certain English subjects which may help both to alleviate or mitigate negative characters and to elevate positive characters and proper behaviour. There should be some sort of indoctrination or even brainrinsing and brainwashing to make the students accustomed to prefer doing positive things to committing to negative things. To find out how it should be carried out, proceed to the following discussion.
Choosing Topics For Argumentative Conversation That Contain Added ValuesIn this paper, I suggest that topics for argumentative conversation should have added values, meaning
that they should contribute to the improvement of proper behaviour and promotion of positive aspects of life. Albeit we know that a topic or a title for argumentative conversation in class may vary, we have to choose one that emphasizes on the direction towards positive values instead of negative ones. A topic or a title for argumentative conversation like ‘Smoking’, may vary. It may be 1. Smoking 2. Is smoking harmful? 3. Smoking is harmful 4. Smoking is absolutely harmful. The first tittle has a wide scope and it is possible that two students discussing such a topic or title will both agree that smoking is pleasurable and that there are hardly any side effects and that it is not really necessary to stop smoking. In spite of the fact that the second title bears the word ‘harmful’, it is not really effective in making the students draw the conclusion that smoking is harmful because it is a general question which may have an alternative response. Compared with the first and the second titles, the third title is more assertive. It does not give an option but a confirmation from the teacher that smoking has harmful effects. The last one should be the most appropriate title to reach our target since it has no empathy for smoking but an emphasis on the harmful effects of smoking. Having said that, I think there should be some sort of guidance and direction before the students start the conversation. As a general rule, in argumentativeconversation, there must be two sides with contrasting points of view. There must be pros and cons during such aconversation; otherwise, it may be a monotonous colloquy. However, in the wrap-up, both sides should have wrath for smoking and its horrible impacts on the smokers themselves and on passive smokers. In other words, both sides should finally agree to the given title that ‘Smoking is absolutely harmful’. Teachers should never present a topic like ‘The advantages of smoking’. The following topics or titles that contain added values have been selected for one semester of ‘Argumentative Conversation’.
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1. Smoking is absolutely harmful2. Never try to take narcotic drugs3. Gambling is a sin4. Littering is an anti-social deed5. Always obey traffic rules6. Law enforcement is imperative7. Do not ever cheat!8. Let’s conserve our natural resources!9. Helping the needy is indeed a needful deed10. Urgent warning of global warming11. Illegal logging is a serious crime12. No more bullying!13. Enormous advantages of ‘reduce, reuse, recycle’14. Going to work by mass public transportation is a must.
Jordan worries about post-graduate students’ inability to express themselves (p. 45) but for students of the English department, it may be different. I am of the opinion that the topics or titles above are also appropriate for a composition class for one semester. In giving the marks to the students, the teacher should give the students a better mark if the students comply with the teacher’s advice to create ideas that comprise added values.
TEACHING GRAMMAR THAT CONTAIN ADDED VALUESWhenever we teach grammar to our students (whatever the pattern is), it is highly recommended that the
examples we give to our students should also contain added values. All the examples in bold contain such positive values. Never should we give examples like the ones marked with (X)!1. Verbs that require an infinitive or an -ing form in the complementAll of us should reduce, reuse, and recycle any used objects or materials.(X) I intend to throw the rubbish into the river.We appreciate the students’ coming in time to every lecture.(X) He is considering cheating in the examination because he has not studied anything.We object to buying illegal products because we know that we have to abide by the law.(X) They approved of his committing adultery.2. ParticiplesWe have begun to raise money for charity.(X) They have drunk too much alcohol so that they are not afraid of anyone .3. Necessity, usually for repair or improvementFor the sake of the nation, inappropriate rules and laws need to be revised.(X) Smoking cigarettes does not need prohibiting.4. AbilityWe know how to conserve energy and we will do it constantly.(X) We know how to bully junior students because we have done it many times.5. Logical conclusionsMy classmate must be conducting a research seriously.(X) My friends must be smoking comfortably in the lavatory.6. AdvisabilityWe had better not buy smuggled goods although they are much cheaper.(X) We had better avoid paying tax because our colleagues also do so.7. Question forms for invitations and customsWould you like to participate in raising fund for the poor tomorrow?(X) Would you like to gamble with us this evening?Do you like to read good books and journals every day?(X) Do you like to take part in a drunken brawl?8. PreferenceI would rather buy original cassettes so that the singers and the bands get their due royalty.(X) I would rather fake my employer’s signature on the cheque because he will be ignorant of the fraud.I would rather that you donated your blood regularly.(X) I would rather that you made a fraudulent insurance claim.9. ConditionsIf I earn a lot of money, I will give monthly donation to the orphanage in my neighbourhood.
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(X) If I had a lot of money, I would certainly play truant and spend my money lavishly. 10. DesiresI wish that I had been richer and given those beggars and tramps more money and paid for their education. (X) I wish that I had stolen her highly sophisticated cellular telephone.11. Contrary-to-fact statementsIf I were a doctor, I would help the Tsunami victims more efficiently and effectively. (X) If I were you, I would try to use drugs to reduce grief for unrequited love.12. SubjunctivesI insist that nobody throw rubbish into the river.(X) I demand that cigarettes not be banned.13. Impersonal expressionsIt is essential that black campaigns be forbidden.(X) For the sake of our party, it is necessary that the original electoral register be cunningly manipulated.14. CausativesWe had the casualties well taken care of although we had to spend much time, money, and energy. (X) I will have my ex-darling mutilated because I am envious of her new boyfriend. 15. Negative imperativesWould you please not make bogus banknotes with this sophisticated printer! (X) Would you please not help the helpless refugees! 16. PassivesRunning a red light should be severely punished.(X) Running a red light is fun, especially when we are not fined by the traffic policeman around. 17. pronounsLet us help those poor children although they are neither our siblings nor our relatives! (X) Let me put my banana peel on the floor and let her slip and fall down! 18. Relative pronounsThe roomboy who found 10 million dollars returned the money to the owner without demanding a reward. (X) The man who harassed the teenager was released without any punishment for his guilt. (All the grammatical patterns are based on Barron’s How to Prepare for The TOEFL).
Although the students can write correct sentences according to the pattern, they do not have the right to get a good mark if they do not create ‘right’ sentences that contain bright ideas. They will even get a zero if they write wicked, malicious, worthless ideas or suggestions like the above sentences that are marked with (X). On the other hand, if they write sentences that contain useful ideas or suggestions like the sentences in bold type,they may get the maximum mark, namely ten points. If their sentences are correct according to the patterns but they do not contain any ideas that are beneficial to mankind, they may get a maximum of six points providing that they do not contain wickedness, malice, or negative insinuation. Wharton and Race state that “it is necessary to tell the students about marking criteria for the test in advance”. (P. 109) The following sentences, for example, have correct grammar but each of them will get only six points since according to the criteria the teacher has set beforehand, they lack the added values revealed above: (a) The President phoned the Vice-President.(b) The cat ate the bird.(c) The beetle was squashed by my brother.(Groth: P. 60)
Structure drills or sentences that are continually repeated must surely be embedded in the students’ minds. They will remember not only the grammatical patterns but also the ideas contained in them. Being fully embedded in the students’ minds, wise, witty, and useful ideas, to a greater or less extent, will miraculously positively influence their behaviour. This will work more or less like brainrinsing or brainwashing. Brainrinsing has a negative connotation and so does brainwashing since they usually embody coersive pressure and vehementtorture. They are done to enemies to make them reveal their allies’ secrets or to change their political or religious ideas. The New Lexicon Webster’s Dictionary defines brainrinsing as “technique of creating a mental climate by immobility and constant verbal pressure” while brainwashing is defined as “the changing of a person’s political or religious ideas by relentless indoctrination often to the point of mental torture”. (P. 116) However, in this respect, we should respect our ‘brainrinsing and brainwashing method’ of teaching since it is designed neither to upset anyone nor to disrupt anything. In other words, there is neither pressure nor torture except if guidance and direction towards the creation of positive values and repudiation of negative aspects were construed as pressure and torture. Moreover, the accrued impact even benefits the students themselves and mankind in general.
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ConclusionThrough the examples throughout the discussion above, it is apparent that teachers or lecturers need to
give forceful indoctrination or even to ‘brainrinse’ or ‘brainwash’ the students by providing them with do’s and don’ts that may greatly influence them to do or act positively. To a certain extent, indoctrination is not favourable since it is apt to restrict one’s freedom. However, the indoctrination, brainrinsing, and brainwashing in this paper merely prohibit the students from doing negative things and invite them to do positive things. In addition, there is still room for the students to be creative, namely in creating topics, sentences, paragraphs, or even compositions or essays that influence themselves and the readers to do positive things and evade negative ones. The students’ creative ability may therefore be developed with only certain restrictions.
Despite the fact that there has not been a research about the influence of reading and writing on one’sbehaviour, it is generally believed that one’s behaviour is greatly influenced by what one reads and writes.Considering that material development “involves the production, evaluation and adaptation of language teaching materials, by teachers for their own classrooms and by material writers for sale or distribution”(Carter and Nuna: p.45 ), I would even suggest that books on the four language skills written in the future should substantially consist of examples containing added values similar to those revealed in this paper so that the teaching and learning process will be advantageous for improving not merely the students’ English but their behaviour as well. Wallace stresses the importance of evaluation, stating : “We evaluate a syllabus when we say it is ‘impossible to get through’, and we evaluate a course book when we say it is ‘really useful and helpful’”.
Bibliography
Carter, R and Nunan, D. 2009. The Cambridge Guide to Teaching English to Speakers of other Languages,Cambridge, Cambridge University Press.
Cayne, B.S (ed). 2008. Webster’s Dictionary of the English Language. New York. Lexicon Publications, Inc. Peaty, D. 1980. Something to Talk about. Hong Kong. Nelson. Groth, C. 2013. Semantics Is Fun. Bandung. Penerbit Alfabeta.Jordan, R.R. 1997. English for Academic Purposes. Cambridge. Cambridge University Press. Jovan. 2013. The Importance of Values in school: Implementing Character Education, http://www.Libgen,org
retrieved on March 2014.Sharpe, Pamela J. 2007. Barron’s Practice Exercises for the TOEFL. United States of America. Barron’s
Educational Series, Inc. Wallace, Michael J. 1988. Action Research for Language Teachers. Cambridge. Cambridge University Press. Wharton, Sue and Race, Phil. 1999. 500 TIPS for TESOL. London. Kogan Page.